CREATIVE CALCULATIONS – MULTIPLICATION AND DIVISION | MULTIPLICATION SCULPTURES 4

MULTIPLICATION SCULPTURES

CREATIVE CALCULATIONS–MULTIPLICATION AND DIVISION:MULTIPLICATION SCULPTURES

Learning Description

In this lesson, students will explore multiplication through a hands-on, art-integrated math activity inspired by the sculpture "Seven Magic Mountains". This hands-on activity encourages collaboration, creativity, and the application of mathematical concepts.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can design and build a sculpture inspired by “Seven Magic Mountains”.
  • I can use multiplication to find the cost of my sculpture based on the number of colored peanuts used.
  • I can add the costs of each color to find the total cost of my sculpture.

Essential Questions

  • How can I use multiplication to find the total cost of my art project?
  • How do choices in design impact the final outcome of an artwork?

 

Georgia Standards

Curriculum Standards

4.NR.2.3 Solve relevant problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.

Arts Standards

VA4.CR.2Create works of art based on selected themes.

VA4.CR.4Understand and apply media, techniques, processes, and concepts of three-dimensional art.

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

4.NSBT.5 Multiply up to a four-digit number by a one-digit number and multiply a two-digit number by a two-digit number using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using rectangular arrays, area models and/or equations.

4.NSBT.6 Divide up to a four-digit dividend by a one-digit divisor using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Multiplication - Repeated addition of numbers of the same size
  • Factors - The integers that divide that number without leaving a remainder
  • Product - The result of multiplying two or more numbers together
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Cost - The amount of money required to purchase, produce, or maintain something

Arts Vocabulary

  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone.
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc., 2) Intensity: the purity and strength of the color (brightness or dullness), 3) Value: the lightness or darkness of the color (shades and tints)
  • Pattern - Repetition of specific visual elements such as a unit of shape or form

 

Materials

 

Instructional Design

Opening/Activating Strategy

Introduction to "Seven Magic Mountains":

  • Show images of Ugo Rondinone's sculpture "Seven Magic Mountains". Lead students through the See, Think, Wonder Artful Thinking Routine.
    • Tell students to look at the artwork for a moment. Then, ask students:
      • What do you see?
      • What do you think about what you see?
      • What do you wonder about?
    • Show the following video to students: The Making of Seven Magic Mountains.
    • Discuss the process of creating a sculpture. Ask students: How does Rondinone use color and form?

Work Session

  • Divide students into small groups. Each group will receive colored corn packing peanuts and a damp sponge.
  • Assign a three-digit number to each color of packing peanuts.
  • Ask students to sketch out their ideas for a sculpture using at least four colors of packing peanuts inspired by “ 7 Magic Mountains”.
  • ​​Students will build their design according to their sketch by pressing each peanut onto the damp sponge and then adhering it to another peanut.

Calculating cost:

  • After completing their sculptures, groups will use the assigned costs to determine the total price of their sculpture.
  • For each color used, students will multiply the number of peanuts by the cost of that color. For example, if 20 red peanuts are used and red costs $125, they will calculate 20 × 125.

They will record these calculations on their multiplication recording sheets. After finding the total for each color, groups will add up the amounts to determine the overall cost of their sculpture.

Closing Reflection

  • Have groups share their sculptures and their total costs with the class.
  • Reflect on how different choices in the design (such as the use of more expensive colors) affected the overall cost.
  • Discuss how multiplication and addition are used together to solve real-world problems.

 

Assessments

Formative

  • Observe students as they design their sculptures, keeping track of how they calculate costs and solve multiplication problems.
  • Use questioning to assess their understanding of multiplication and addition in the context of real-world scenarios.

Summative

  • Each group will record the number of each color used, the multiplication problem for each, and the sum of all costs.
  • Students will write a brief reflection on their design process, how they calculated the cost, and what strategies they used to solve the multiplication problems.

 

Differentiation 

Acceleration: 

  • Challenge students to calculate the cost of their sculpture if each peanut’s price increased by 10%.
  • Incorporate a comparison activity where students analyze which group’s sculpture was the most and least expensive and why.

Remediation:

  • Limit the number of peanuts and/or colors students can use to keep the multiplication numbers manageable.
  • Set the prices for the packing peanuts at a number that is manageable for students.

 

Additional Resources

Examples of ancient Roman mosaics

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Shannon Green

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE CALCULATIONS – MULTIPLICATION AND DIVISION | MOSAICS AND MATH 4

MULTIPLICATION WITH MEDIEVAL TIMES

CREATIVE CALCULATIONS–MULTIPLICATION AND DIVISION:MOSAICS AND MATH

Learning Description

In this lesson, students will use multiplication and division to create a mosaic using a watercolor crayon resist.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use multiplication and division to create a mosaic.
  • I can use crayon and watercolor to create a crayon watercolor resist painting.
  • I can determine factors of a given number.

Essential Questions

  • How can you utilize multiplication and division to create a mosaic?
  • How can you use an array to determine factors of a given number?

 

Georgia Standards

Curriculum Standards

4.NR.2.3 Solve relevant problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.

Arts Standards

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

4.NSBT.5 Multiply up to a four-digit number by a one-digit number and multiply a two-digit number by a two-digit number using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using rectangular arrays, area models and/or equations.

4.NSBT.6 Divide up to a four-digit dividend by a one-digit divisor using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Array - A way of arranging objects or images in rows and columns
  • Multiplication - Repeated addition of numbers of the same size
  • Factors - The integers that divide that number without leaving a remainder
  • Product - The result of multiplying two or more numbers together
  • Division - Repeated subtraction of numbers of the same size

Arts Vocabulary

  • Line - A continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is an outline, contour or silhouette.
  • Shape - A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Space - The distance or area between, around, above or within things. Positive space refers to the subject or areas of interest in an artwork, while negative space is the area around the subject of an artwork. It can be a description for both two and three-dimensional portrayals.
  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
  • Watercolor resist - A technique where specific areas of a paper being painted with watercolor are protected from absorbing paint using a resist material, such as wax (like a crayon or oil pastel) or tape
  • Mosaic - An artform that is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile, or glass (Oxford Languages)
  • Composition - How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork
  • Warm colors - Yellow, orange, red (and shades of each)
  • Cool colors - Purple/violet, blue, green (and shades of each)
  • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow)
  • Complementary colors - Colors that are across from each other on the color wheel (Example: Orange and blue)
  • Contrast - The arrangement of opposite elements in a composition (light vs. dark, rough vs. smooth, etc.) Similar to variety, which refers to the differences in a work, achieved by using different shapes, textures, colors and values.

 

Materials

  • 9 x 12-inch black construction paper
  • Printed 10x10 arrays on cardstock
  • Crayons or oil pastels in a variety of colors
  • Watercolor set
  • Paintbrushes
  • Water cups with water
  • Pencil
  • Scissors
  • Glue sticks
  • Paper towels
  • Color wheel

 

Instructional Design

Opening/Activating Strategy

Ancient math mosaic depicting an elephant adorned with decorative patterns, standing among round shields featuring geometric designs in shades of brown, yellow, and red—a striking tribute to division and multiplication in art.

  • Ask students to identify the colors, lines, and shapes that they see in the artwork.
  • Have students compare their findings with a partner.
  • Ask students how they think this artwork was made.
    • Define for students what a mosaic is. Explain that a mosaic is an artform in which an image is created by putting together separate pieces of material, such as small square stones.
      • Students should understand that in a mosaic, the image is created by combining individual pieces of a material.
    • Explain that Shape is one of the seven elements of art that they will be using to create their own mosaic.

Optional: For context, show students where the ancient Roman Empire was in relationship to where students live.

Work Session

Teacher notes:

  • Based on how much time you have available, this artwork can be created without adding a watercolor wash. Students can use crayons, colored pencils, markers, oil pastels, etc. to create designs on their array.
  • This lesson can be chunked over multiple days.

Introduce the Artwork:

  • Explain that students will be focusing on the Elements of Art: Line, Shape, and Space, in their mosaic.
  • Show students an example of an array (sample array).
  • Ask students to use mathematical concepts that they have learned to determine how many unit squares they have.
  • Next, ask students how many factor pairs there are and what the factors are in order of least to greatest.
  • Pass out a 10x10 array printed on cardstock.
  • Have students select one factor pair of 24. Students should use the 10x10 array to create an array of their factor pair (or allow them to create their own array if they want to do 1 x 24 or 2 x12).
  • Tell students that in the next step they will be creating a watercolor-resist painting. They will draw with crayon and paint over the crayon with watercolor. The wax in the crayon will “resist” the water in the watercolor.
    • Encourage students to draw various types of overlapping lines to their array. Give students three to five minutes to add lines to their array.
  • Optional: Show students a color wheel.
    • Discuss the different ways we can organize colors into color schemes: Warm, cool, complementary, and analogous (see color wheel).
  • Tell students that next they will be painting over the entire surface of the paper in watercolor. A watercolor wash is an even coat of paint that covers the entire surface of the paper. Students should paint over the crayon or oil pastel.
    • Project the image of the color wheel. Ask students to choose a color(s) for their watercolor wash that is different from the colors they already used. This will create contrast, so that their crayon or oil pastel will show up.
  • While the watercolor is drying, show students examples of finished artwork. Ask students what multiplication or division problems are represented in each of the artworks.

Three paper flowers with green stems on the left, each made from a circle and square petals. On the right, the same cut-out shapes are rearranged into math mosaics, creating abstract patterns on a black background.

  • Next, have students plan their mosaic artwork on a scratch piece of paper. Their plans should show the image they are creating out of equal groups.
    • Circulate and check that students understand how they will be creating an image out of equal groups.
  • Once the watercolor wash is mostly dry, students should cut out each square and divide them into their predetermined equal groups.
  • Explain that students are going to arrange their equal groups in a composition on their black paper. Once they have arranged them, they will glue them down.
    • Teacher tip: Have students place all of their pieces on their paper BEFORE beginning to glue them down. This will allow students to plan spatially as well as for the teacher to ensure that they have equal groups.

Students should write their multiplication or division problem on their artwork or on a notecard to be displayed with their artwork.

Closing Reflection

  • Have students explain to a partner how they created their mosaic using equal groups.
  • Ask students to identify which elements of art they used in their mosaic.

 

Assessments

Formative

  • Teachers will assess understanding through:
    • Discussion of the example mosaic in the activator
    • Students’ discussion of the factors of a given number
    • Students’ ability to group pieces of mosaic into factors of the total number provided by the teacher
    • Students’ plans for their final artwork

Summative

CHECKLIST

  • Students will demonstrate what they learned by creating a mosaic made by arranging pieces in equal groups to make an image.
  • Students can express their artwork in terms of a multiplication or division problem.

 

Differentiation 

Acceleration: 

  • Instead of using squares, have students determine other ways to divide their paper into equal sections (example) or allow them to create arrays of a different shape, such as circles.
  • Allow students to create their own arrays using rulers.
  • Give students different numbers to use to create their mosaic, such as 36 or 49.

Remediation:

  • Rather than creating a watercolor resist, have students use construction paper in contrasting colors to create their mosaic.
  • Provide students with a smaller number, such as 12.

 

Additional Resources

Examples of ancient Roman mosaics

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Katy Betts

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE CALCULATIONS – MULTIPLICATION AND DIVISION | MULTIPLICATION WITH MEDIEVAL TIMES 4

MULTIPLICATION WITH MEDIEVAL TIMES

CREATIVE CALCULATIONS–MULTIPLICATION AND DIVISION:MULTIPLICATION WITH MEDIEVAL TIMES

Learning Description

Students will engage in the sport of fencing working in tandem to embody the process for multiplying two two-digit numbers.

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can break down pairs of two-digit numbers to multiply them together.
  • I can play a role within a group to enact a math process.

Essential Questions

  • How do we multiply two two-digit numbers together?
  • How can we dramatize the process of multiplying numbers together?

 

Georgia Standards

Curriculum Standards

4.NR.2.3 Solve relevant problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.

Arts Standards

TA4.PR.1  Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

4.NSBT.5 Multiply up to a four-digit number by a one-digit number and multiply a two-digit number by a two-digit number using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using rectangular arrays, area models and/or equations.

4.NSBT.6 Divide up to a four-digit dividend by a one-digit divisor using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

 

Key Vocabulary

Content Vocabulary

  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Array - A way of arranging objects or images in rows and columns
  • Multiplication - Repeated addition of numbers of the same size
  • Factors - The integers that divide that number without leaving a remainder
  • Product - The result of multiplying two or more numbers together
  • Division - Repeated subtraction of numbers of the same size
  • Factor - A number that can be used to evenly divide into another number

Arts Vocabulary

  • Role - A part or character in a scene, play, or movie
  • Stage combat - The process of creating the illusion of fighting through safe, choreographed performance.
  • Props - Items that actors use in a performance to depict real-life objects.  Props can also be used to help students brainstorm for their writing or character study.

 

Materials

 

Instructional Design

Opening/Activating Strategy

Word Passing:

  • Have the class stand in a circle. Have one actor turn to their right and say the word “multiply” to the next person.  Have each person then turn and say it to the person to their right in sequence.
  • Once the class is comfortable smoothly passing the word, add a gesture, such as the forearms crossed to make an ‘X’, Pass the word with the gesture.
  • Repeat the process for the words “fence” and “fencing match” coming up with a gesture for each.
  • Option: Try to pass two or all three of the words at once, starting them at equally-distanced points in the circle. Work as a class to try and keep all the words moving.
  • Explain to the students that these words are part of the day’s drama integrated activity.

Work Session

Multiplication review:

  • Review multiplication and the process for multiplying two two-digit numbers. Model the process on the board or screen, showing how each digit is used as a factor in a series of products that are added to arrive at the final product.

Medieval Times:

  • Ask the students what they know about medieval times. Gather prior knowledge, which might come from literature, movies, or even eponymously named dinner theatre experiences.
  • Discuss Knights, who were warriors that served kings, and Squires, who were younger men who served or were in training with knights.
  • Knights and Squires were called by the honorifics ‘Sir’ and ‘Master’ respectively.
  • Tell students that there were female knights who were called Dames; there is no set word for a younger woman who served or was in training with a Dame, so for the purposes of the lesson such a person will be called a Lady.
  • Explain that the class will be enacting multiplication problems taking on the roles of knights, squires, dames, and ladies through fencing matches.
  • Show students an example of fencing (see Materials).
  • Establish the wordplay between multiplication and the word ‘times’ in “medieval times”.
  • Explain that in each two-digit number, the digit in the tens place will be the Knight or Dame, and the digit in the ones place will be the Squire or Lady. They will be called by the honorific and the digit they bear and the value it represents, for example, Sir 7, Master 3, Dame 4, Lady 6.
  • Invite four volunteers to the front. Assign them each a role with a numerical name tag. (For the example here, name tags needed are 7, 3, 4, and 6. Have them stand in pairs side by side, with the pairs facing each other. In each pair, the actor to the left (as viewed by the audience) is the Knight or Dame, and the actor to the right is the Squire or Lady.
  • Have each team state their identities/values, encouraging them to speak in the style of medieval characters. E.g.:

“I am Sir 70.”  “I am Master 3.”  “Together we are 73.”

“I am Sir 40.”  “I am Master 6.”  “Together we are 46.”

  • Distribute fencing props to the four actors, who represent factors. Explain to students that they are props, to be used to enact the scenes. Explain that this activity is a form of stage combat, in which actors work together to simulate a scene of physical conflict.  Remind them about safety rules in the classroom.
  • Direct the actors/factors to enact the four duels that comprise the ‘Multiplication with Medieval Times’:
    • 73 says, “46, we challenge you.”
    • 46 says: “73, we challenge you.”
    • All say, “We shall battle to the bitter end – the product!  Let us Multiply with the Medieval Times!”.
    • Master 3 says: “Master 6 I challenge you.”  Master 6 replies, “Master 3, I challenge you!”
    • Both say, “En garde!” and they bring their fencing props together to form an X.
    • Then they alternate fencing taps to count out the groupings represented in their multiplication: 6 groups of 3 feints, equaling 18!  Write 18 on a dry erase board or paper.
  • The process is repeated for the other three combinations, remaining mindful of which digits represent ones and which represent tens.
    • Master 3 says, “Sir 40, I challenge you.’ Sir 40 says, “Master 3, I challenge you.”  Both say, “En garde!”.
    • They enact 3 groups of 4 feints, multiplied by ten, equals 120.
    • Sir 70 says, “Master 6, I challenge you.” Master 6 says, “Sir 70, I challenge you!” Both say, “En garde!”.
    • They enact 7 groups of 6 feints, multiplied by 10, equals 420.
    • Sir 70 says, “Sir 40, I challenge you!” Sir 40 says, “Sir 70, I challenge you!”  Both say, “En garde!”.
    • They enact 7 groups of 4 feints, multiplied by 100, equals 2800.
  • The partners add up the products recorded: 18, 120, 420 and 2800. Together they say, “The sum of our individual products is our grand total product – 3,358.”
  • Model with several groups with different numbers.

Variations: Depending on class behavior and teacher comfort, restrict the lesson to a series of iterations until every student has had a chance to participate; or, after ample modeling, distribute name tags and fencing props and have student work in groups of four.  If the groups are uneven, assign a fifth student to record the products and help guide the duels.

Closing Reflection

  • Ask students: What did you like or learn in this lesson?  What was interesting or fun?
  • Ask students: How did the medieval-style stage combat help to reinforce the process for multiplying two two-digit numbers?
  • Ask students:  How did you use your voices and bodies to become medieval characters?

 

Assessments

Formative

  • Students are able to work their way through the sequence of four multiplication ‘duels’ to arrive at a product.
  • Students enact their roles with energy and clarity.
  • Students work together with their partners and teams safely and efficiently.

Summative

  • Students arrive at accurate products for their assigned numbers.
  • Students explain the process for multiplying two two-digit numbers.

 

Differentiation 

Acceleration: 

  • Give students the opportunity to multiply other combinations of numbers from one- to four-digits.

Remediation:

  • Rather than having groups do independent practice, limit the lesson to guided practice with groups in front of the class.
  • Start with problems that multiply a single-digit number by a two-digit number.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Barry Stewart Mann, MFA

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE CALCULATIONS – MULTIPLICATION AND DIVISION | CREATING AND CALCULATING THROUGH CHOREOGRAPHY 4

CREATING AND CALCULATING THROUGH CHOREOGRAPHY

CREATIVE CALCULATIONS–MULTIPLICATION AND DIVISION:CREATING AND CALCULATING THROUGH CHOREOGRAPHY

Learning Description

In this lesson, students will collaborate in groups to create a three-part movement phrase using a set list of movement words. They will calculate the total value (ticket price) of their phrase by considering the value assigned to each movement word and the number of repetitions. Additionally, they will determine how much each of the four friends will contribute to the total value (ticket price).

 

Learning Targets

GRADE BAND: 4
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work in a group to create a movement phrase with a beginning, middle, and end.
  • I can solve equations based on my movement choices.

Essential Questions

  • What strategies can be used to connect movement choices to solving equations?
  • How can we use movement to create a sequence that expresses an idea with a clear beginning, middle, and end?
  • In what ways can physical movement be used to represent and solve mathematical equations

 

Georgia Standards

Curriculum Standards

4.NR.2.3 Solve relevant problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NR.2.5 Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.

Arts Standards

ESD4.CR.1.a Explore a variety of choreographic structures, forms, and designs (e.g. AB, ABA, canon, call-response, narrative, complementary/contrasting shapes, symmetry).

ESD4.CN.3 Integrate dance into other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

4.NSBT.5 Multiply up to a four-digit number by a one-digit number and multiply a two-digit number by a two-digit number using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using rectangular arrays, area models and/or equations.

4.NSBT.6 Divide up to a four-digit dividend by a one-digit divisor using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Array - A way of arranging objects or images in rows and columns
  • Multiplication - Repeated addition of numbers of the same size
  • Factors - The integers that divide that number without leaving a remainder
  • Product - The result of multiplying two or more numbers together
  • Division - Repeated subtraction of numbers of the same size
  • Dividend - A number that is divided by another number
  • Divisor - The number by which another number is divided
  • Quotient - The answer to a division problem

Arts Vocabulary

  • Movement - How you use your body to do a dance or action
  • Locomotor movement - A movement that travels through space (e.g. walk, jump, hop, roll, gallop, skip, crawl; etc.
  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning, etc.)
  • Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)

 

Materials

  • Paper/index cards to record the movement words and the number of times each movement is performed for the movement phrase
  • Paper and pencils to record calculations

 

Instructional Design

Opening/Activating Strategy

Warm-Up

  • Call out a locomotor, such as glide, or non-locomotor movement, such as jump.
  • As you count down from eight, students will demonstrate the movement.
  • At zero, students should freeze in a body shape of their choice.
  • Repeat the process.

Vocabulary to utilize:

  • Non-locomotor Movement: Bend, wiggle, flick, turn, twist, reach
  • Locomotor Movement: Walk, gallop, skip, jump, crawl, leap

Work Session

Phrase Creation:

  • Working in groups of three to four, students will create a movement phrase with a beginning, middle, and end.
    • Students will choose three movements consisting of:
      • At least one locomotor movement–Students can choose from the following movements: Walk, gallop, skip, jump, crawl, leap.
      • At least one non-locomotor movement–Students can choose from the following movements: Bend, wiggle, flick, turn, twist, reach.
    • Students will determine the number of times that each word will be done in the movement phrase. They must choose from the following:
      • Greater than or equal to eight times
      • Less than or equal to sixteen times
    • Students will record the movement words and the number of times each movement is performed.
    • Students will then practice their movement phrases.

Calculating Ticket Prices:

  • Students must now figure out the total ticket price to see their performances.
  • The following values represent the cost of one of each movement
  • Students should write out the complete equation(s) used to determine the total ticket price for someone to attend their performances.

Explore a table of non-locomotor and locomotor movements with prices—perfect for choreography planning or teaching multiplication and division through creative movement. Non-locomotor: Bend $19, Wiggle $23, Turn $42. Locomotor: Walk $17, Jump $44, Leap $83.

Ticket Share:

Using the total ticket price, have students calculate the following: A group of four friends is coming to see your dance. How much does each friend need to contribute to see the dance? How much will it cost them total?

Closing Reflection

Have students respond to the following prompt as an exit ticket: Share what you think your group was most successful at in this process. What was the most challenging part for you and/or your group and how did you overcome it?

 

Assessments

Formative

  • Teacher observation of students during warm-up to check for understanding of vocabulary
  • Individual group check-ins during group work time and class sharing of phrases looking for phrase creation and multiplication/division check
  • Exit Ticket

Summative

  • Written equations with products and sums
  • Student dance phrases that meet the requirements

 

Differentiation 

Acceleration: 

  • Change movement word values and/or the number of friends in the ticket share
  • Allow students to develop their own locomotor and non-locomotor movements

Remediation:

  • Change movement word values
  • Reduce the number of movements total that students must include in their dances

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Christopher Crabb

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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CREATIVE EXPRESSIONS IN MULTIPLICATION: MULTIPLY YOUR MOVES 3

MULTIPLY YOUR MOVES

CREATIVE EXPRESSIONS IN MULTIPLICATION: MULTIPLY YOUR MOVES

Learning Description

In this lesson, students engage in movement-based exercises to solve multiplication equations by incorporating non-locomotor movements using specific body parts. Students will use movements such as stretching, bending, twisting, and balancing to represent multiplication problems. For example, they might stretch both arms to represent the number two and twist their torso three times to illustrate 2 × 3. By combining these non-locomotor movements with body parts (e.g., arms, legs, or hands), students will create and solve multiplication problems in a dynamic and interactive way, reinforcing both mathematical concepts and physical coordination.

 

Learning Targets

GRADE BAND: 3
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

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"I Can" Statements

“I Can…”

  • I can solve and express a multiplication equation using different body parts and non-locomotor movements.

Essential Questions

  • What connections can we make between mathematical operations like multiplication and the movements we create with our bodies?
  • What strategies can we use to break down a multiplication problem?

 

Georgia Standards

Curriculum Standards

3.PAR.3.6 Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.

Arts Standards

ESD3.CR.1.d Respond to a variety of stimuli through movement (e.g. literature, visual art, props).

ESD3.PR.1.c Execute a range of axial movements comprised of space, force, body shapes, and qualities (e.g. levels, sharp/smooth, curved/straight, heavy/light, swing/float planes).

 

ESD3.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of place value and properties of operations.

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Multiplication - A mathematical operation used to calculate the total of one number added repeatedly a specific number of times
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Factor - The numbers that are multiplied
  • Product - The answer to a multiplication problem
  • Multiplier - The number of groups
  • Multiplicand - The number of items in each group
  • Array - A way of organizing objects, numbers, or symbols in rows and columns to visually represent mathematical concepts, especially multiplication and division

Arts Vocabulary

  • Non-locomotor movement - A movement that does not travel through space (e.g. shaking, bending, stretching, twisting, turning & more)
  • Levels - One of the aspects of movement (there are three basic levels in dance: high, middle, and low)
  • Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
  • Repetition - When you do the same movement or pattern more than once
  • Movement exploration - Trying out different ways of moving your body to discover new things

 

Materials

  • Upbeat instrumental music
  • Speaker or other device with the ability to play music
  • Index cards with multiplication equations written on them

 

Instructional Design

Opening/Activating Strategy

Move It! Shape It!

  • Choose one word from each list below for students to interpret through movement (e.g., Shake your elbows at a high level).
  • When music plays, students move, in their personal space, to express vocabulary given.
    • Suggestion: Upbeat instrumental music is best.
  • When the music stops, students should freeze in a body shape.
  • Repeat as needed.

Vocabulary to utilize:

  • Body Parts: Head, shoulders, arm, elbow, hand, finger, hips, leg, knee, foot
  • Non-Locomotor Movement: Bend, wiggle, shake, flick, turn, twist, dab, reach, grow, melt
  • Levels: Low, middle, high

Work Session

  • Review multiplication, parts of a multiplication equation, and solving a multiplication equation.
  • As a class, explore how to express a multiplication equation in movement.
    • Factor 1:
      • Factor 1 is the number of body parts to be “moved”.
      • Identify the body parts to be used (can use the body parts list above in the activating strategy or have students identify other suitable body parts).
    • Factor 2:
      • Factor 2 identifies the number of times a non-locomotor movement is performed at each identified body part.
      • Identify a non-locomotor movement to bring each body part to action.
    • Product:
      • Students count the non-locomotor movements as they perform.
    • Example: 2 x 3 = ?
      • Two body parts: Head and elbow
      • Three times of a specific non-locomotor movement
        • Three shakes of head
        • Three shakes of elbow
      • Product: How many total shakes?
    • Group students as pairs or trios.
      • Give each group one or two multiplication equations.
      • Each group goes through the above process of solving their equation(s).
      • Students should write their equation(s) with the product included.

Closing Reflection

  • Invite groups to share their movement phrases with the class.
  • After sharing, the rest of the class will write the multiplication equation with the product.

 

Assessments

Formative

  • Teacher observation of students during “Move It! Shape It!” to check for understanding of vocabulary
  • Individual group check-ins during group work time and class sharing of phrases looking for body parts and non-locomotor movement

Summative

  • Written equations with product
  • Evidence that students understand the difference between locomotor and non-locomotor movements

 

Differentiation 

Accelerated: 

Group students according to the multiplication fact set they are ready to master.

Remedial:

Adjust multiplication equations to the fact set that they are currently mastering.

 

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Christopher Crabb

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  June 2025 @ ArtsNOW

 

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